A suggested programme for developing the Pedagogical Grammatical awareness of Egyptian English Language trainee teachers
A suggested programme for developing the Pedagogical Grammatical awareness of Egyptian English Language trainee teachers
The overall aim of my research is to design and implement a programme for developing pedagogical grammatical awareness of Egyptian English language trainee teachers. Within this aim, I have provided a proposal for the pedagogical grammatical awareness required for FL teachers. Furthermore, I attempted to accommodate this proposal in the Egyptian context of training English language teachers.
The first part of the thesis (pre-fieldwork chapters) describes the current status of the Egyptian context of training English language teachers and the problems that emerged from that context. This part also addresses relevant issues in the FL teacher training context, grammar pedagogy, language awareness and second/foreign language acquisition/learning. Both the analysis of the current status of the Egyptian context of training English language teachers and the theoretical training, linguistic, pedagogical, and psychological principles - emerged from the review of literature - suggest that the proposal for the pedagogical grammatical awareness required for FL teachers should be implemented in the Egyptian context.
An integrated programme was designed and implemented, using the reflective practice model presented by Wallace (1991), and considering the features and processes of an action research paradigm and the constraints of the Egyptian context of training English language teachers.
The second part of the thesis (post - fieldwork chapters) describes the analysis of different types of data, using both quantitative and qualitative methods. It provides accounts of the development of pedagogical grammatical awareness of a sample of Egyptian English language trainee teachers (N=15), involved in the programme. Furthermore, it describes the operationalisation of proleptic teaching of grammar and its analysis in terms of Vygotskian perspectives on cognitive development.
University of Southampton
1999
Hamada, Taghreed Ali
(1999)
A suggested programme for developing the Pedagogical Grammatical awareness of Egyptian English Language trainee teachers.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
The overall aim of my research is to design and implement a programme for developing pedagogical grammatical awareness of Egyptian English language trainee teachers. Within this aim, I have provided a proposal for the pedagogical grammatical awareness required for FL teachers. Furthermore, I attempted to accommodate this proposal in the Egyptian context of training English language teachers.
The first part of the thesis (pre-fieldwork chapters) describes the current status of the Egyptian context of training English language teachers and the problems that emerged from that context. This part also addresses relevant issues in the FL teacher training context, grammar pedagogy, language awareness and second/foreign language acquisition/learning. Both the analysis of the current status of the Egyptian context of training English language teachers and the theoretical training, linguistic, pedagogical, and psychological principles - emerged from the review of literature - suggest that the proposal for the pedagogical grammatical awareness required for FL teachers should be implemented in the Egyptian context.
An integrated programme was designed and implemented, using the reflective practice model presented by Wallace (1991), and considering the features and processes of an action research paradigm and the constraints of the Egyptian context of training English language teachers.
The second part of the thesis (post - fieldwork chapters) describes the analysis of different types of data, using both quantitative and qualitative methods. It provides accounts of the development of pedagogical grammatical awareness of a sample of Egyptian English language trainee teachers (N=15), involved in the programme. Furthermore, it describes the operationalisation of proleptic teaching of grammar and its analysis in terms of Vygotskian perspectives on cognitive development.
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Published date: 1999
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Local EPrints ID: 463966
URI: http://eprints.soton.ac.uk/id/eprint/463966
PURE UUID: abdebb81-a577-4209-bee8-7f95f18aa84e
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Date deposited: 04 Jul 2022 20:59
Last modified: 04 Jul 2022 20:59
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Author:
Taghreed Ali Hamada
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